scholarly journals Rolling with the Punches: An Examination of Team Performance in a Design Task Subject to Drastic Changes

2018 ◽  
Author(s):  
Christopher McComb ◽  
Jonathan Cagan ◽  
Kenneth Kotovsky
Keyword(s):  
Team Performance ◽  
Engineering Students ◽  
New Technology ◽  
Problem Formulation ◽  
Design Teams ◽  
Design Task ◽  
Solution Strategies ◽  
Undergraduate Engineering ◽  
Study Teams ◽  
Cognitive Study

Designers must often create solutions to problems that exhibit dynamic characteristics. For instance, a client might modify specifications after design has commenced, or a competitor may introduce a new technology or feature. This paper presents a cognitive study that was conducted to explore the manner in which design teams respond to such situations. In the study, teams of undergraduate engineering students sought to solve a design task that was subject to two large, unexpected changes in problem formulation that were introduced during solving. High- and low-performing teams demonstrated very different approaches to solving the problem and overcoming the changes. The results indicate that there may exist a relationship between problem characteristics and fruitful solution strategies.

scholarly journals Quantitative Comparison of High- and Low-Performing Teams in a Design Task Subject to Drastic Changes

2014 ◽  
Author(s):  
Christopher McComb ◽  
Jonathan Cagan ◽  
Kenneth Kotovsky
Keyword(s):  
Design Space ◽  
New Technology ◽  
Problem Formulation ◽  
Target Area ◽  
Design Data ◽  
Design Task ◽  
High Performing ◽  
Engineering Teams ◽  
Solution Strategies ◽  
The Face

Many design tasks are subject to changes in goals or constraints. For instance, a client might modify specifications after design has commenced, or a competitor may introduce a new technology or feature. A design team often cannot anticipate such changes, yet they pose a considerable challenge. This paper presents a study where engineering teams sought to solve a design task that was subject to two large, unexpected changes in problem formulation that occurred during problem solving. Continuous design data was collected to observe how the designers responded to the changes. We show that high- and low-performing teams demonstrated very different approaches to solving the problem and overcoming the changes. In particular, high-performing teams achieved simple designs and extensively explored small portions of the design space; low-performing teams explored complex designs with little exploration around a target area of the design space. These strategic differences are interpreted with respect to cognitive load theory and goal theory. The results raise questions as to the relationship between characteristics of design problems and solution strategies. In addition, an attempt at increasing the teams’ resilience in the face of unexpected changes is introduced by encouraging early divergent search.

scholarly journals Quantitative Comparison of High- and Low-Performing Teams in a Design Task Subject to Drastic Changes

2018 ◽  
Author(s):  
Christopher McComb ◽  
Kenneth Kotovsky ◽  
Jonathan Cagan
Keyword(s):  
Design Space ◽  
New Technology ◽  
Problem Formulation ◽  
Target Area ◽  
Design Data ◽  
Design Task ◽  
High Performing ◽  
Engineering Teams ◽  
Solution Strategies ◽  
The Face

Many design tasks are subject to changes in goals or constraints. For instance, a client might modify specifications after design has commenced, or a competitor may introduce a new technology or feature. A design team often cannot anticipate such changes, yet they pose a considerable challenge. This paper presents a study where engineering teams sought to solve a design task that was subject to two large, unexpected changes in problem formulation that occurred during problem solving. Continuous design data was collected to observe how the designers responded to the changes. We show that high- and low-performing teams demonstrated very different approaches to solving the problem and overcoming the changes. In particular, high-performing teams achieved simple designs and extensively explored small portions of the design space; low-performing teams explored complex designs with little exploration around a target area of the design space. These strategic differences are interpreted with respect to cognitive load theory and goal theory. The results raise questions as to the relationship between characteristics of design problems and solution strategies. In addition, an attempt at increasing the teams’ resilience in the face of unexpected changes is introduced by encouraging early divergent search.

scholarly journals Technopreneurial Intentions: The Effect of Innate Innovativeness and Academic Self-Efficacy

2021 ◽  
Vol 14 (1) ◽  
pp. 238
Author(s):  
Sa’Ed M. Salhieh ◽  
Yousef Al-Abdallat
Keyword(s):  
Indirect Effect ◽  
Self Efficacy ◽  
Structural Equation ◽  
Engineering Students ◽  
New Technology ◽  
Equation Modeling ◽  
Undergraduate Engineering ◽  
Academic Self Efficacy ◽  
Self Administered Questionnaire ◽  
Positive Effect

Several factors can affect students’ intention to start a new technology-based venture (technopreneurial intentions). Understanding these factors is important when developing technical educational programs. This study investigates the effect of innate innovativeness and academic self-efficacy on technopreneurial self-efficacy and the forming of technopreneurial intentions. It does this by developing a conceptual model that relates technopreneurial intentions, technopreneurial self-efficacy, academic self-efficacy, and innate innovativeness. The data was collected from 378 undergraduate engineering students enrolled in a Jordanian university with a self-administered questionnaire survey. The results of the structural equation modeling (SEM) using AMOS showed that technopreneurial self-efficacy had a positive and significant impact on technopreneurial intentions. Academic self-efficacy had both a direct and indirect positive effect on technopreneurial intention. The indirect effect occurred through increased technopreneurial self-efficacy. Innate innovativeness had a direct effect on technopreneurial intentions, but it did not have a significant indirect effect through technopreneurship self-efficacy as was initially hypothesized. The findings suggest that those who show interest in starting a new technology-based venture have a strong belief in their abilities to perform the technological and entrepreneurial tasks needed, are confident about their ability to acquire the academic technical skills required, and have the inner motivation to seek what is technologically new and different.

scholarly journals EXPERIENCES WITH INTER-YEAR CAPSTONE DESIGN TEAMS

2011 ◽  
Author(s):  
D. D. Mann ◽  
D. S. Petkau ◽  
K. J. Dick ◽  
S. Ingram
Keyword(s):  
Group Dynamics ◽  
Engineering Students ◽  
Design Teams ◽  
Team Leaders ◽  
Undergraduate Engineering ◽  
Engineering Degree ◽  
Diverse Backgrounds ◽  
The University ◽  
University Setting ◽  
Capstone Design

Design teams in industry are composed of individuals with diverse backgrounds at various stages of their careers. A unique set of group dynamics will be created with one member, likely someone with sufficient experience, assuming the responsibility of being the team leader. Design teams formed in engineering classes within the university setting typically consist of individuals at the same stage of their academic training, thus students do not experience the same group dynamics as they will find in industry. In an attempt to give undergraduate engineering students this experience, inter-year design teams were formed from engineering students registered in courses representing different stages of completion of the engineering degree. Students registered in the final-year design course were expected to assume the roles of team leaders or coleaders. This paper will discuss a number of issues that were observed with inter-year capstone design teams. It has been concluded that the disadvantages of inter-year design teams outweigh the advantages.

HOW STUDENTS DEFINE THEIR SUCCESS: A RESEARCH STUDY

2020 ◽  
Author(s):  
Max Ullrich ◽  
David S. Strong
Keyword(s):  
Pilot Study ◽  
Engineering Students ◽  
Research Study ◽  
Survey Instrument ◽  
Undergraduate Engineering ◽  
Diversity And Inclusion ◽  
Full Study ◽  
Definition Of Success ◽  
Definition Of ◽  
Diverse Groups

How undergraduate engineering students define their success and plan for their future differs notably amongst students. With a push for greater diversity and inclusion in engineering schools, it is valuable to also better understand the differences in these areas among different students to allow institutions to better serve the needs of these diverse groups.  The purpose of this research study is to explore students’ definition of success both in the present and projecting forward 5 to 10 years, as well as to understand to what level students reflect on, and plan for, the future. The proposed survey instrument for the pilot stage of this research includes 56 closed-ended questions and 3 open-ended questions. Evidence for the validity of the research instrument is established through a mixed-method pilot study. This paper will discuss the survey instrument, the pilot study, and outline plans for the full study.

scholarly journals NOVICE DESIGNERS' USE OF PROTOTYPES AS COMMUNICATION TOOLS

2021 ◽  
Vol 1 ◽  
pp. 2277-2286
Author(s):  
Sandeep Krishnakumar ◽  
Carlye Lauff ◽  
Christopher McComb ◽  
Catherine Berdanier ◽  
Jessica Menold
Keyword(s):  
Adverse Outcomes ◽  
Design Teams ◽  
Prior Work ◽  
Communication Tools ◽  
Design Decisions ◽  
Pedagogical Strategies ◽  
Critical Design ◽  
Undergraduate Engineering ◽  
Novice Designers ◽  
Future Work

AbstractPrototypes are critical design artifacts, and recent studies have established the ability of prototypes to facilitate communication. However, prior work suggests that novice designers often fail to perceive prototypes as effective communication tools, and struggle to rationalize design decisions made during prototyping tasks. To understand the interactions between communication and prototypes, design pitches from 40 undergraduate engineering design teams were collected and qualitatively analysed. Our findings suggest that students used prototypes to explain and persuade, aligning with prior studies of design practitioners. The results also suggest that students tend to use prototypes to justify design decisions and adverse outcomes. Future work will seek to understand novice designers’ use of prototypes as communication tools in further depth. Ultimately, this work will inform the creation of pedagogical strategies to provide students with the skills needed to effectively communicate design solutions and intent.

Human-Centered and Psychological Concepts in Undergraduate Engineering Project Documentation

2020 ◽  
Vol 64 (1) ◽  
pp. 505-509
Author(s):  
Rod D. Roscoe ◽  
Samuel T. Arnold ◽  
Chelsea K. Johnson
Keyword(s):  
Engineering Students ◽  
Engineering Project ◽  
Design Processes ◽  
Undergraduate Engineering ◽  
Project Documentation ◽  
And Behaviors ◽  
Psychological Concepts

The success of engineering and design is facilitated by a working understanding of human thoughts, feelings, and behaviors. In this study, we explored how undergraduate engineering students included such human-centered and psychological concepts in their project documentation. Although, we observed a range of concepts related to design processes, teams, cognition, and motivation, these concepts appeared infrequently and superficially. We discuss how this analysis and approach may help to identify topics that could be leveraged for future human-centered engineering instruction.

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